Learners’ identifies at stake: Digital identity texts in the ELF classroom

García-Pastor, María Dolores

doi:10.6035/languagev.2017.9.3

Cited by 5 publications

(5 citation statements)

References 8 publications

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“…In sum, learners' selection of the topic for their digital stories, in terms of types of social bonds, affected identity construction and their enactments of connection-autonomy in their texts. In addition, the stages of the genre, especially the conflict and the resolution (García-Pastor, 2017;Robin, 2016), also influenced identity and relational work.…”

Section: Topic Selection Identity and Connection-autonomymentioning

confidence: 99%

Researching Identity and L2 Pragmatics in Digital Stories

García-Pastor

2020

CALICO

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This study explores college EFL learners' construction of identity through the analysis of their pragmatic choices in digital stories, in which they narrated their relationship with another person they had helped in the past. More specifically, such choices were examined following Relational Dialectics Theory in learners' enactments of "connection" with and "autonomy" from this person. A specific view of identity in language education, the notion of "relational work" in (im)politeness research, and a social semiotic framework were also employed in data analysis. Learners' pragmatic choices ranged from the selection of the topic of their narratives according to types of social bonds, to the use of specific semiotic resources to build identities in conflict episodes of their stories (i.e., positive identities for themselves and positive and negative identities for their relational partners). The construction of these identities paralleled relational parties' convergent and divergent moves towards connection and autonomy, revealing their relational work. Learners used different semiotic resources in resolution episodes, which enabled them to craft positive identities for themselves as experts, teachers, and learners as well as position their relational partner as a competent agent and shape the connection-autonomy dialectic as "superiority-equality".

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Section: Topic Selection Identity and Connection-autonomymentioning

confidence: 99%

Researching Identity and L2 Pragmatics in Digital Stories

García-Pastor

2020

CALICO

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“…Algunas de estas tareas pueden incluir, por ejemplo, entrevistas orales individuales con el profesor, en las que el alumno conozca de entrada las preguntas que se le van a formular, y disponga de tiempo para preparar su discurso antes y durante la entrevista, o la creación de textos de identidad digitales que muestren la identidad del alumnado y contribuyan a reforzar el vínculo familia-escuela para favorecer un aprendizaje más significativo (p. ej. García-Pastor, 2017. Solo así se podrá propiciar un ambiente lo suficientemente distendido que facilite el aprendizaje lingüístico no solo a los alumnos disfémicos, sino también al resto del estudiantado.…”

Section: Conclusionesunclassified

Disfemia y ansiedad en el aprendizaje de inglés como lengua extranjera | Stuttering and anxiety in English as a foreign language learning

Pastor

Miller

2019

Redis

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Este trabajo fundamentalmente cualitativo explora la interrelación entre disfemia, ansiedad en una lengua extranjera (ALE), y aprendizaje de inglés para identificar las áreas de mayor dificultad de aprendizaje en estudiantes disfémicos adolescentes y adultos españoles aprendices de esta lengua. De una muestra de treinta y dos alumnos, dieciséis con disfemia (ACD) y dieciséis sin disfemia (ASD), se analizaron entrevistas realizadas con los primeros, y se compararon sus respuestas con las de los ASD a dos escalas de ALE. Los resultados indican que la disfemia y la ALE afectan al aprendizaje lingüístico de los ACD negativamente, provocando el rechazo de su identidad lingüística. La lectura en voz alta y la interacción oral frente al profesor y el grupo clase fueron las áreas más problemáticas con niveles de ALE significativamente mayores en ACD. Ello subraya la necesidad de implementar prácticas pedagógicas que reduzcan la ALE de estos estudiantes y refuercen su auto-concepto. Palabras claveDisfemia, ansiedad en una lengua extranjera (ALE), aprendizaje y enseñanza del inglés como lengua extranjera, destrezas lingüísticas.

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“…Underlying this depiction of identity is a poststructuralist perspective on social reality and second language learning that contrasts with essentialist positions, in which identity is clearly delimited, fixed, coherent and is expected to be similar among individuals (Baxter, 2016). This perspective corresponds with the default approach to the study of identity in language education (Baxter, 2016;Block, 2013;García-Pastor, 2017Norton, 2013Norton, , 2014Norton & Toohey, 2011).…”

Section: Learner Identity In Language Education: a Focus On Digital D...mentioning

confidence: 99%

“…DTI are digital stories (DS) that afford learners the possibility to build multiple identities, which can help them have a "voice" in the L2/FL (García-Pastor, 2017. As established in the digital storytelling literature, digital stories (DS) help learners to share their voices and views both in noninteractive and open and interactive ways (Oskoz & Elola, 2016).…”

Section: Digital Texts Of Identitymentioning

confidence: 99%

“…Thus, DS can focus on an important person, event or a place in our lives, the things we do and like, our learning experiences, our relationships with others, and ourselves, that is, our identity and the community we belong to (ibid.). DTI are DS about the latter, which illustrate a hybrid autobiographical genre that takes the shape of memoires and personal recounts or narratives (García-Pastor, 2017).…”

Section: Digital Texts Of Identitymentioning

confidence: 99%

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Learner identity in EFL: An analysis of digital texts of identity in higher education

Pastor

2018

DER

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This study explores learner identity (LI) in digital texts of identity (DTI) produced by college learners in English as a foreign language (EFL). In so doing, it aims to shed light on learners’ connections of their learning experiences across time and settings, and their impact on the various learner identities that form their LI. It also intends to elucidate how learners construct powerful learner identities in and through their digital discourses. To this end, 51 DTI were collected and scrutinized, following studies on LI, critical and poststructuralist discourse analysis, and “thematic” and “dialogic/performative” analysis within narrative research. Learners established connections between their family and daily life spaces, school, and the foreign language community that account for, and shape their construction of their identities as learners in general, and language learners in particular. Students also empowered themselves by identifying with an intercultural speaker, using authority claims, and, in general, enhancing their authoritativeness in and through their texts. These findings underscore the potential of DTI to reinforce learners’ identities, and create more equitable learning spaces.

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Learners’ identifies at stake: Digital identity texts in the ELF classroom

Cited by 5 publications

References 8 publications

Researching Identity and L2 Pragmatics in Digital Stories

Researching Identity and L2 Pragmatics in Digital Stories

Disfemia y ansiedad en el aprendizaje de inglés como lengua extranjera | Stuttering and anxiety in English as a foreign language learning

Learner identity in EFL: An analysis of digital texts of identity in higher education

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